INTRODUCTION
Background of the study
English has emerged as a global lingua franca, essential in various fields such as education, economy, science, and information technology, serving as the primary means of communication worldwide (McKay, 2018) As a result, English is now a compulsory subject in many public school curricula globally In Singapore, new English syllabuses focus on “teaching English for effective and appropriate communication” (Zhang, 2006) Similarly, in Vietnam, English is a key subject for K-12 students, viewed not just as a communication tool but as a mandatory requirement for graduation From primary to higher education, students must develop the necessary skills, knowledge, and attitudes for effective English learning, supported by teachers and parents Despite years of study, many Vietnamese students struggle to use English effectively in everyday situations.
Despite the growing importance of English in the context of globalization, the quality of English language teaching in Vietnam remains inadequate, failing to produce proficient English speakers (Hoang, 2018) This highlights the urgent need for effective methods to enhance communication skills and elevate students' English proficiency Recently, various nontraditional English as a Foreign Language (EFL) teaching methods have been introduced in Vietnam, including Communicative Language Teaching (CLT), Content and Language Integrated Learning (CLIL), Project-Based Learning (PBL), and Content-Based Instruction (CBI) Among these, Content and Language Integrated Learning (CLIL) is particularly emphasized in this paper as a strategy to address learners' needs and foster both linguistic competence and cross-cultural communication skills among students.
In 1998, the Department of Education and Training (DOET) in Ho Chi Minh City initiated a pilot project to teach Maths and Science in English at Grade 1, marking the introduction of English Bilingual Education in Vietnam Today, this approach is gaining recognition under the terms Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) In CLIL-based lectures, students prioritize understanding meaning over grammatical form, using language as a tool to grasp essential material and convey ideas, concepts, and values effectively.
In traditional classes, content and language are separated
The CLIL (Content and Language Integrated Learning) approach has gained prominence in Vietnam's English language education, particularly during a crisis addressed in numerous academic publications Initiated by the Vietnamese Ministry of Education and Training (MOET) in 2008 through the National Foreign Language 2020 Project, this initiative aims to enhance Vietnamese adolescents' confidence in conversing in foreign languages within multicultural settings CLIL is a key component of this project, providing students with opportunities to engage in cultural and social contexts, alongside other initiatives such as developing new English textbooks, retraining teachers, and updating assessments Although the project was intended to run until 2020, its implementation has yielded disappointing results, prompting a reevaluation of its strategies.
In 2018, the Department of Education and Training in Ho Chi Minh City conducted a one-day training session for leaders of English teacher groups at primary schools in Binh Thanh, focusing on the CLIL approach During this training, English teachers were randomly assigned to groups to select a specific topic, design related activities, present their findings, and receive feedback, despite lacking prior theoretical knowledge of CLIL The implementation of CLIL faced challenges due to the absence of a conceptual framework and concerns about teachers' practical application of the approach.
The English teachers at Binh Hoa primary school were required to retrain and collaborate in group meetings, selecting one theme per semester to integrate into their teaching syllabus, subject to approval by the school management Each semester, one teacher would present the chosen theme for observation and feedback from colleagues This practice has continued with the implementation of two themes annually The EFL teachers recognized both the benefits and challenges of applying the Content and Language Integrated Learning (CLIL) approach, particularly in subjects like Math and Science This paper specifically examines the perspectives of Binh Hoa primary school teachers on the use of the CLIL approach in their English classrooms.
Rationale for the study
This research explores the perspectives of teachers at Binh Hoa Primary School regarding the implementation of Content and Language Integrated Learning (CLIL) in the classroom, focusing on the challenges they face With the increasing importance of bilingual education and cross-cultural communication, the demand for effective language instruction is growing globally Studies indicate that students engaged in CLIL demonstrate superior oral communication, speaking fluency, and social interaction skills in foreign languages compared to those in traditional language classes, as highlighted by various authors including Lasagabaster (2008) and Mayo and Ibarrola (2014).
Research by De Diezmaz (2016) and Dalton-Puffer (2011) highlights a lack of effective, content-focused English instruction in primary education This study aims to explore teachers' perspectives on the implementation of Content and Language Integrated Learning (CLIL) in the classroom.
Many Vietnamese teachers recognize the importance of the CLIL (Content and Language Integrated Learning) approach and actively seek to engage students in language classes Research has been conducted in various educational settings, including English centers, universities, and high schools in Vietnam Nevertheless, there remains a lack of clarity regarding the challenges and constraints faced in implementing this approach effectively.
At Binh Hoa public primary school, the environment for studying English is less than ideal compared to English centers, primarily due to limited teaching time, larger class sizes, and less modern facilities This study is important as it explores how primary school teachers can effectively introduce their students to the Content and Language Integrated Learning (CLIL) approach.
The author, who teaches English at a public primary school, was involved in Project
In recent years, the Content and Language Integrated Learning (CLIL) approach has garnered significant public interest in Vietnam, yet research on its implementation remains scarce, particularly in primary education This study aims to fill the research gap by providing valuable insights into CLIL methodology for English as a Foreign Language (EFL) teachers It will explore the benefits and challenges associated with integrating CLIL into the Vietnamese educational system, equipping educators with essential information to enhance their teaching practices.
Aims and objectives of the study
This paper is conducted to contribute to the research community in a relative area The objectives of this study are
1 to investigate EFL teachers’ perceptions of the benefits of the CLIL implementation at Binh Hoa school in Ho Chi Minh City;
2 to explore the constraints EFL teachers may encounter when CLIL is implemented at a public primary school in Ho Chi Minh City.
Research questions
1 What are EFL teachers’ perceptions of the CLIL approach implemented at Binh Hoa school in Ho Chi Minh City?
2 Do the teachers confront any constraints in implementing the CLIL approach at Binh Hoa school in Ho Chi Minh City? If so, what are they?
Scope of the study
To address the research questions, this study employs a qualitative case study to explore the perspectives of EFL teachers at Binh Hoa public primary school regarding the implementation of the CLIL approach and the challenges they face Utilizing standardized open-ended interviews allows participants to express their views freely, minimizing researcher influence and enhancing data comparison, reducing bias, and aiding in data classification (Bolderston, 2012; Patton, 1980) Given that the school has only five EFL teachers, class observations are also conducted to supplement data collection, providing insights into any difficulties encountered by teachers This method enriches the data by offering additional context about the duration of activities and improving the reliability of the findings (Schmuck, 1997; Marshall & Rossman, 2016).
Significance of the study
The findings of this study have significant implications for policymakers and leaders at Binh Hoa Primary School and nearby institutions It offers EFL teachers a comprehensive understanding of Content and Language Integrated Learning (CLIL) in young learners' English classrooms, drawing from literature on CLIL definitions, learning theories, implementation strategies, benefits, and related research Local high schools are encouraged to provide targeted guidance on utilizing CLIL in language instruction Additionally, the study highlights the challenges faced in implementing this teaching approach and outlines limitations that inform future research By focusing on teacher feedback regarding CLIL perceptions, the study aims to enhance English teaching at Binh Hoa School, while also equipping administrators with insights into how CLIL is applied and the obstacles encountered by English teachers.
The study highlights the challenges faced in implementing the chosen teaching approach, providing valuable insights for curriculum planners, teacher trainers, teaching material creators, and policymakers It emphasizes the need for further research to assess the practical impact of Content and Language Integrated Learning (CLIL) on language curricula in Vietnam.
Definition of the terms
For this study, many terms must be defined to provide a specific perspective on the issues discussed
Benefits refer to advantages of CLIL approach when it is implemented at Binh Hoa school
Constraints refer to difficulties EFL teachers encounter when CLIL is implemented at
The Content and Language Integrated Learning (CLIL) approach is a content-driven method that integrates language into subject teaching, ensuring a balanced curriculum By utilizing CLIL, educators can create lesson plans that promote knowledge application and enhance communication skills This technique employs language-supportive strategies, fostering a dual-focused instructional model that addresses both content and language simultaneously Ultimately, CLIL effectively combines topic and language instruction, making it a comprehensive educational framework.
EFL teachers refer to teachers (native Vietnamese speakers) who teach English at Binh Hoa school
Perceptions refer to EFL teachers’ perceptions of implementing the CLIL to teaching
English as a foreign language at Binh Hoa school.
Organization of the thesis
This thesis is organized into five key sections: Introduction, Literature Review, Methodology, Results and Discussion, and Conclusion and Recommendations The Introduction outlines the study's background, statement, aims, objectives, research questions, scope, significance, and definitions of key terms.
Chapter 2, Literature review, provides a review of relevant literature that illustrates
CLIL (Content and Language Integrated Learning) approaches are increasingly utilized in English as a Foreign Language (EFL) teaching and learning, emphasizing the integration of language and subject content This article explores the definition and various models of CLIL, traces its historical development in Vietnam, and highlights the numerous benefits it offers to learners Additionally, it summarizes existing research on CLIL, identifying significant gaps that warrant further investigation.
Chapter 3 outlines the research methodology employed in this study, detailing the research site and participants to illustrate the research design It further analyzes the instruments utilized in the research, followed by a discussion of the procedures for data collection and analysis.
Chapter 4, Results and discussion, focuses on the study results, interpret the results, and answers two research questions
Chapter 5, Conclusion and recommendations, summarizes the main points and mentions some limitations along with recommendations for future research
LITERATURE REVIEW
Models of CLIL
The lack of a set framework for the practice is one of the major challenges in
Implementing Content and Language Integrated Learning (CLIL) in educational systems varies significantly worldwide, leading to confusion among teachers regarding its application (Reierstam, 2015; Sylvén, 2010) Essential factors for successful implementation include appropriate materials tailored to the CLIL approach and effective instructional models (Moore & Lorenzo, 2015) Teachers often face challenges in creating lesson plans due to varying levels of students' language proficiency, which complicates the evaluation and assessment of students' skills and achievements (Roiha, 2012; Bjửrklund, 2013) Consequently, educators express uncertainty in assessing both content and language during instruction.
In 2013, research indicated that teachers face challenges in arranging settings and materials for student assessment Reierstam (2015) noted that educators often focused on assessing only one aspect of learning, complicating the overall assessment process due to integration issues Furthermore, Chróinin, Mhurchú, and Ceallaigh (2016) found that teachers frequently assessed language skills less rigorously to ensure young learners could comprehend and complete tasks Additionally, Bjửrklund's research highlighted that national curricular guidelines have not adapted to the increasing linguistic complexity of society and the challenges posed by globalization.
According to Snow (2001), there are four models of Content and Language Integrated Learning (CLIL): immersion education, theme-based instruction, sheltered content instruction, and adjunct instruction Immersion education is designed for native English-speaking elementary students, where teachers deliver most academic content in a foreign language The theme-based model allows foreign language teachers to engage in both language and content activities linked to curriculum topics Sheltered content instruction adapts subject matter to students' proficiency levels, commonly seen in ESL Science and ESL Math classes in primary public schools in Ho Chi Minh City Lastly, adjunct instruction integrates content and language learning, where students participate in both a content course and a related language class.
10 be a crucial component of Foreign Languages Across the Curriculum which is a greater movement in American institutions (Stryker & Leaver, 1997)
2.3 4Cs Conceptual framework of CLIL
Content and Language Integrated Learning (CLIL) aims to enhance students' four language skills: listening, reading, writing, and speaking, categorized into receptive and productive skills Unlike traditional approaches that focus on grammatical sequences, CLIL lessons emphasize lexical topics relevant to the subject matter (Brown, 2017) Integrated into the mainstream curriculum, CLIL exposes students to specific content as they would learn in their first language, distinguishing it from general language-targeted methods The framework of CLIL is defined by four key elements: content, communication, cognition, and culture, which combine learning theories with language acquisition and intercultural understanding This comprehensive approach is supported by various studies highlighting CLIL's effectiveness.
Figure 2.1: CLIL’s 4Cs conceptual framework
The history of CLIL in Vietnam
In Vietnam, the CLIL project was announced in three declarations by Prime Minister in
In 2008, Vietnam's Ministry of Education and Training (MOET) introduced the CLIL approach through the National Foreign Language 2020 Project, aimed at enhancing language proficiency and education The project set several key objectives: establishing a six-level language proficiency framework aligned with the Common European Framework of Reference (CEFR), implementing new mandatory English programs, and teaching mathematics and science in English to high school students Additionally, it focused on delivering senior university courses in English within disciplines such as information and communications technology (ICT), engineering, and architecture The initiative also included training instructors at international institutions, updating assessments to encompass all four language skills, and promoting the use of ICT in English language instruction and learning.
In 2010, the Ministry of Education and Training (MOET) announced Decision N° 959/QD-TTg, which aimed to refine the implementation of the CLIL (Content and Language Integrated Learning) approach due to challenges in national application The decision highlighted that Competitive High Schools (CHSs) would exemplify modern educational facilities, skilled educators, and innovative teaching methods From 2011 to 2012, these schools piloted the teaching of natural sciences in English, including subjects like mathematics and biology The vice minister of MOET emphasized that the goal of the CLIL project is to improve English proficiency for both students and teachers while also providing access to advanced educational opportunities.
The project, as outlined by Hong (2010), focused on breaking down language barriers for Vietnamese high school students participating in international mathematics competitions, such as the Mathematics Olympics, and aimed to facilitate their access to scholarships in English-speaking countries.
In 2014, the most recent ruling in this area was Decision N°72/2014/QD-TTg,
The article "Providing for Teaching and Learning in a Foreign Language in Schools and Other Educational Institutions" highlights the impact of societal pressures and learners' autonomy on foreign language instruction (MOET, 2014) It notes that certain fields, such as mathematics, natural sciences, technology, and computer science, were prioritized within the CLIL initiative Key factors influencing the CLIL project include the approval of specific course textbooks by the Department of Education and Training, the requirement for teachers to possess at least C1 proficiency in the target language, and the development of final exams in a foreign language to assess students' English proficiency.
The benefits of CLIL
According to previous studies, there are lots of crucial advantages when teachers utilize CLIL instruction because this approach is considered beneficial for both learners’ and teachers’ development
Research by Coyle et al (2010) highlights the benefits of early second language acquisition through CLIL (Content and Language Integrated Learning) instruction, which fosters incidental learning and creates a natural environment for language development Alexiou (2020) emphasizes that CLIL can help young learners cultivate a positive attitude toward foreign language learning, even at the preschool level In a CLIL classroom, students are able to acquire a second language organically (Dalton-Puffer, 2007) Furthermore, Alexiou (2015) argues that prioritizing meaning over form enhances the learning process, as younger students are more inclined to use language for their own purposes.
The CLIL program is designed to enhance learners' language skills in the target language, as noted by several authors (Dale & Tanner, 2012; Coyle, 2013; Lasagabaster, 2008) This approach not only improves learners' understanding of diverse issues in the target language but also significantly influences their cognitive development and conceptual perception (Marsh, 2002; Alexious).
2009) Learners can enhance their thinking skills simultaneously in two languages when they are exposing these languages
Research indicates that Content and Language Integrated Learning (CLIL) significantly enhances vocabulary acquisition among learners According to Dalton-Puffer (2011), students in CLIL environments are exposed to a broader range of vocabulary, leading to more effective implicit learning compared to those in traditional foreign language classes Furthermore, Lasagabaster (2008) suggests that CLIL positively impacts learners’ linguistic competence, even when the language of instruction is not the official language and the classroom operates in a bilingual setting.
The CLIL approach offers significant advantages in language acquisition by promoting interaction and communication among learners and teachers According to Dale and Tanner (2012), CLIL emphasizes meaningful interaction, making it an effective method for language acquisition Students actively engage in conversations, enhancing their oral skills (Lasagabaster, 2008; Serra, 2007) Furthermore, diverse communication contexts boost language development, leading to a sense of achievement as learners witness their rapid progress (Dale & Tanner, 2012) Additionally, CLIL fosters motivation for learning foreign languages and enhances intercultural awareness through exposure to various cultures, ultimately helping learners gain an international perspective (Lasagabaster, 2008).
14 understanding while they are communicating with people to explore different perspectives of topics
The CLIL approach enables the development of an innovative curriculum in schools, benefiting teachers by enhancing their language proficiency and teaching skills, particularly for non-native educators As noted by Dale & Tanner (2012), collaboration and idea exchange among CLIL teachers can significantly expand their professional horizons.
Constraints of CLIL
According to several previous research, the EFL teachers in the CLIL classrooms have encountered many obstacles when implementing CLIL at Binh Hoa primary school
The shortage of skilled teachers trained in the CLIL (Content and Language Integrated Learning) technique poses significant challenges for schools in Vietnam A key issue is the lack of qualified CLIL educators and standardized curricula The Ministry of Education and Training (MOET) requires CLIL teachers to possess a C1 level proficiency in foreign languages, a criterion that many English as a Foreign Language (EFL) teachers struggle to meet A 2011 survey from Da Nang University revealed that only 22 out of 1,996 English teachers in the central region achieved this level For instance, at Le Quy Don Primary School, only 6 of 90 teachers met the requirements, while Hanoi Gifted School reported that just 30% of subject teachers felt confident in delivering CLIL lessons Furthermore, the assessment system in Vietnam primarily evaluates general English skills rather than English for specific academic purposes, and participation in CLIL training programs remains low, with limited and brief training sessions available.
During the 2015–2016 academic year, only one university in the country will offer pre-service CLIL teacher training courses, with a capacity of 50 students for CLIL mathematics and 25 for CLIL subjects such as physics, chemistry, biology, and informatics.
2.6.2 CLIL inconsistencies in curricula and materials
With the exception of the set of textbooks for CLIL mathematics for students in grades
Between 2010 and 2012, the Ministry of Education and Training (MOET) dedicated significant efforts to develop standardized English curricula and materials Nguyen (2010) observed that while some schools utilized foreign-developed materials, others depended on English translations of Vietnamese textbooks In certain institutions, Vietnamese lessons were complemented by Content and Language Integrated Learning (CLIL) sessions, such as at HUS Gifted School in Hanoi Conversely, some schools only provided English review lessons for each chapter, like Amsterdam High School in Hanoi Additionally, core textbooks experienced frequent revisions; for instance, the primary course book at the Foreign Languages Specializing School changed twice within a year, transitioning from a Further Pure Maths volume used for A-levels in the UK to a SAT collection for college admissions in the US (Nguyen, 2010).
The current English curriculum aims to enhance learners' skills in reading, speaking, writing, listening, and language use; however, the national examination primarily consists of multiple-choice questions that overlook speaking and listening abilities This disconnect highlights a conflict between government policies promoting communicative teaching and the assessment demands of national exams Similar conclusions were drawn by Li (1998) and Littlewood (2007), indicating that foreign language teachers prioritize test-related skills over other competencies, a trend also noted by Kunnan (2005) In Vietnam, EFL teachers face limited autonomy, often adhering strictly to existing textbooks and curricula, which hampers their willingness to adapt materials for their students, posing significant challenges for implementing Content and Language Integrated Learning (CLIL) Some educators resort to translating Vietnamese textbooks into English, while others rely on foreign-produced resources (Nguyen, 2010).
2.6.3 Lack of time for preparing lessons
CLIL teachers must familiarize themselves with various English materials related to Content and Language Integrated Learning (CLIL) to understand its application across subjects like math, natural sciences, history, and biography in primary education This diverse usage can lead to confusion among teachers when integrating CLIL into English instruction Additionally, they are tasked with designing engaging activities for EFL students to foster a stress-free and open-minded learning environment, which can be a significant pressure point for many teachers EFL learners also encounter challenges, as they often spend 2-3 weeks preparing for a CLIL classroom, yet are limited to just 35 to 40 minutes per lesson, leaving insufficient time for effective learning.
Students' low English proficiency levels pose a significant challenge, as many struggle to follow presentations due to their limited language skills While they may excel in specific subtopics, understanding complex terminology in fields like science and mathematics can be difficult for those with weaker English Young learners often acquire new languages quickly, but concerns arise among parents and educators about the potential loss of their native vocabulary through English instruction A potential solution to this "lost vocabulary" issue is teaching subjects in both English and Vietnamese Ultimately, all instructional methods, including Content and Language Integrated Learning (CLIL), present challenges, and no single approach is universally effective for all students.
Previous research
Numerous studies have explored the implementation of Content and Language Integrated Learning (CLIL) in English education, including research by Brandin and Ekstrand (2010), Nguyen (2019), and Thai et al (2020) While each study has provided valuable insights into various aspects of the CLIL method, they also reveal significant differences in their findings.
The study by Brandin & Ekstrand (2010) highlighted key factors influencing practice and success in the implementation of CLIL within the Swedish educational system Through semi-structured interviews with five primary school teachers in southern Sweden, the research revealed that students' language and knowledge skills improved simultaneously under relevant conditions Additionally, it found that students' intercultural competence, deemed essential by the Swedish National Board of Education for teaching English as a Foreign Language (EFL), was also developing (Skolverket, 2011) However, the study concluded that the primary challenge lies in the absence of a predetermined framework and suitable materials in pedagogical practice.
Research by De Diezmas (2016), Mayo and Ibarrola (2014), and Czura and Kolodunska (2015) indicates that CLIL (Content and Language Integrated Learning) students benefit from increased exposure to the target language, resulting in enhanced performance in oral English, writing, and reading skills Over a three-year study, De Diezmas (2016) found that fourth-year elementary students engaged in CLIL outperformed their non-CLIL counterparts in oral production and interaction, with modest improvements in reading and writing Perez Canado's (2017) extensive longitudinal study involving 1,033 CLIL students and 991 EFL learners across 53 schools in Spain corroborated these findings, showing that CLIL students achieved significantly higher test scores by the end of primary school, particularly in speaking and receptive vocabulary By the conclusion of secondary school, CLIL students demonstrated superior proficiency across all language domains, including writing, reading, and speaking.
A study by Nguyen (2019) reveals a significant gap between the potential benefits of Content and Language Integrated Learning (CLIL) and the real-world challenges hindering its effective implementation The research involved interviews with content teachers who instructed their subjects in English and high school students, allowing for a comparison of their perspectives on CLIL's advantages and disadvantages Based on the findings, the study provides recommendations to improve CLIL's application in Vietnam, particularly focusing on enhancing the foreign language proficiency of content teachers.
A study by Thai et al (2020) examined CLIL-practicing schools in Vietnam, involving 500 students, 78 instructors, and 39 school administrators with direct experience in teaching and learning mathematics in English Additionally, 14 administrators and 35 teachers took part in follow-up interviews, and the findings corroborated those of Nguyen (2019).
In 2019, research revealed that schools in Vietnam implementing Content and Language Integrated Learning (CLIL) effectively measured learning outcomes and utilized suitable content and teaching methods aligned with their CLIL objectives and school environments Nonetheless, the heavy dependence on imported textbooks and curricula posed challenges for CLIL students, hindering their ability to attain substantial learning results.
Research gaps
The integration of the Content and Language Integrated Learning (CLIL) method into English instruction represents a recent advancement in language education, promoting natural language acquisition and enhancing students' L2 proficiency Despite its potential benefits, empirical research on the application of CLIL in English as a Foreign Language (EFL) teaching at primary schools, particularly in Vietnam, remains limited, leaving many educators uncertain about its practical implementation in the classroom.
Most research on Content and Language Integrated Learning (CLIL) primarily emphasizes English language instruction and students' perspectives on language skills such as reading, writing, speaking, and listening However, there is a notable lack of empirical studies investigating teachers' perceptions of implementing CLIL in teaching English as a Foreign Language (EFL) at primary schools, along with the associated challenges This study aims to fill that gap by exploring teachers' experiences and insights regarding CLIL in EFL education.
This article explores the perceptions and challenges faced by EFL teachers in implementing Content and Language Integrated Learning (CLIL) in primary schools It aims to provide insights into CLIL instruction practices and contribute to the broader discussion on the effectiveness of this teaching strategy.
This study enhances the research agenda by examining the subjective experiences of EFL teachers learning CLIL, emphasizing the importance of understanding how teachers perceive knowledge and its implications for pedagogical practices As highlighted by Reagan (2004), our understanding of knowledge directly influences our teaching methods Therefore, investigating teachers' considerations for adapting their practices to a new curricular vision is essential for identifying the challenges linked to CLIL learning By employing a phenomenological approach, this research aims to uncover the complexities of the change experience inherent in curricular reform, focusing on the lived experiences of educators.
This research aims to explore the factors influencing primary school and foreign language teachers' experiences with Content and Language Integrated Learning (CLIL) in traditional instructional settings Building on findings from a preliminary study by Cammarata (2009), it identifies critical challenges teachers encounter while transitioning to CLIL Additionally, the study raises important questions regarding the difficulties teachers face in integrating content into language-focused programs.
Conceptual framework
The conceptual framework of a study, as defined by Maxwell (1996, 2005), encompasses the ideas, assumptions, expectations, beliefs, and theories that guide and shape the research process It serves as a preliminary hypothesis regarding the phenomenon under investigation, essentially providing a model or understanding of the subject matter that researchers seek to explore.
This theory acts as a foundational guide for researchers, facilitating goal assessment and refinement, developing relevant research questions, selecting appropriate methodologies, and identifying potential validity threats to their findings.
This study aims to examine EFL teachers' perceptions regarding the advantages of applying the CLIL method at Binh Hoa Primary School, while also identifying the challenges they face during its implementation.
The conceptual framework of the current study is presented in Figure 2.2 as follows
Figure 2.2: Conceptual Framework of the study
Summary
This chapter has reviewed all the relevant theoretical literature used in the study of investigating EFL teachers’ perceptions and exploring the difficulties EFL teachers
Benefits of CLIL implementation Constraints EFL teachers faced
CLIL inconsistencies in curricula and materials
Lack of time for preparing lessons
The implementation of Content and Language Integrated Learning (CLIL) in public primary schools in Ho Chi Minh City presents various challenges A conceptual framework has been established based on comprehensive reviews The subsequent chapter will delve into the development of hypotheses and measurements derived from this conceptual model Additionally, it will address the sample selection process, the relevant information gathered, and the methodology employed for further exploration.
METHODOLOGY
Research site
This study took place at Binh Hoa Primary School in Binh Thanh District, Ho Chi Minh City, Vietnam, a city renowned for its high English teaching standards in national examinations Recent statistics from the Ministry of Education and Training (MOET) reveal that the primary education rate in Ho Chi Minh City consistently exceeds the national average, with a notable rate of 69.22% in 2021 compared to the national rate of 59.73% However, there is a significant disparity in English teaching quality among primary schools within the region.
Binh Hoa School accommodates 35 to 45 students per class, with all classrooms equipped with projectors, speakers, and cassette players to enhance English instruction Students attend three English classes weekly, allowing for regular practice of their speaking and listening skills in a dedicated lab Additionally, the Department of Education and Training of Ho Chi Minh City mandates that each high school establish an English-speaking club, providing a platform for EFL students to engage with the language in a natural and effective manner.
The curriculum guidelines and textbooks emphasize a "learner-centered approach" and a "communicative approach with task-based teaching," as seen in resources like Family and Friends, Math, Sciences, and Move Up.
The teaching content in primary schools focuses on themes relevant to students' daily lives, such as personal information, education, cultures, nature, recreation, people, and places Each textbook features a book map on the first page that summarizes the teaching units, along with a glossary at the end that includes phonetic transcriptions and Vietnamese translations The introductory English textbooks, designed by MOET Vietnam and published in 2018, are widely used Each unit comprises five sections: reading, speaking, listening, writing, and phonics, with students dedicating 35-40 minutes to each skill on the same topic, excluding the final skill which covers pronunciation and grammar The curriculum progresses systematically from the Family and Friends book to science, math, the Move Up book, and Cambridge Test practices throughout the academic year Regular assessments include midterm and end-term examinations, ensuring that all four language skills are evaluated with equal importance.
3.1.4 The CLIL implementation at Binh Hoa School
Since the 2018-2019 academic year, Binh Hoa School has integrated CLIL courses across all grades, aiming to improve English teaching and learning standards After five years, the school has effectively evaluated CLIL outcomes and tailored its content and pedagogy to align with its goals and environment The administrators have demonstrated initiative in developing a suitable CLIL approach, responding to the government's strategy despite facing challenges in resources and policy limitations Overall, their efforts have been commendable and promising.
Participants
Three key criteria were used to deliberately choose the participating teachers for this study (Alvehus, 2013) Because of the limited time for this study, the author contacted
The study involved 24 primary school teachers who were available for interviews, with geographical limitations influencing participant selection A key criterion was that these teachers utilized Content and Language Integrated Learning (CLIL) methodologies, which are notably limited in traditional settings in Ho Chi Minh City To broaden the insights gathered, the author reached out to five CLIL instructors, all working in elementary education Among them, two teach the Primary Years Program (PYP) for ages six to eight, while three instruct students aged nine to ten Detailed information about the participating teachers' backgrounds and their current teaching contexts, including the subjects they teach and the academic years they cover, is presented in Tables 3.1 and 3.2.
Teacher 1 has worked as an EFL teacher in primary schools for seven years T1 got an IELTS certificate and a degree in Primary school training as well Now, Teacher 1 is teaching math CLIL mathematics and sciences class for grade 5
Teacher 2 and teachers 4 have the same number of years of teaching They have taught English in primary schools for five years They both have had V-STEP certificates and have joined the Primary school teaching course Teacher 2 now is teaching mathematics and sciences with the CLIL approach for grade 1 while T4 is teaching grade 3
With three years of experience teaching English to young learners, Teacher 3 excels in her role She holds essential qualifications, including the V-STEP and Primary School Training certificates Currently, she instructs grade 2 students using CLIL methodology for mathematics and science, effectively integrating language learning with content subjects.
Teacher 5 has worked at Binh Hoa school as an English teacher since 2015 and T5 has taught CLIL approach for five years Teacher 5 also has V-STEP certificate and other degrees to meet her job’s requirements such as an IELTS certificate, and primary school training certificate
As seen in table 3.1, 2 the participants (40 %) have more than seven years of teaching experience while 2 (40 %) have from 5 to 6 years of that, 1 (20 %) has more than 3
25 years of that, and no one has less than one year of that What is more, all of participants
In a recent study, all participants (100%) achieved a Bachelor's Degree, while 40% (2 individuals) obtained IELTS certificates and 80% (4 individuals) received V-STEP certificates Additionally, Table 3.2 reveals that all participants (100%) have been implementing the CLIL approach in their mathematics and science classes for the past five years.
The interviewees Years of teaching Degree
Primary School teacher training IELTS certificate
Primary School teacher training V-STEP certificate
Primary School teacher training V-STEP certificate
Primary School teacher training V-STEP certificate
Primary school teacher training V-STEP certificate, IELTS certificate
Teachers Grade they teach Subjects they teach
Teacher 1 PYP grade 5 Math and Science, Language and
Teacher 2 PYP grade 1 Math and Science, Language and
Teacher 3 PYP grade 2 Math and Science, Language and
Teacher 4 PYP grade 3 Math and Science, Language and
Teacher 5 PYP grade 4 Math and Science, Language and
Instruments
This study utilized a qualitative methodology to collect and analyze data, focusing on a case study where such an approach is deemed suitable (Denzin & Lincoln, 2005) Data was gathered through interviews and observations, involving five full-time teachers from Binh Hoa Public Primary School in Ho Chi Minh City, where the CLIL approach has been integrated into some curricula The interviews aimed to explore EFL teachers' perceptions of applying CLIL in their classrooms, particularly in mathematics and science Following the interviews, ten class observations were conducted to assess the challenges teachers encountered while implementing CLIL during their lessons, complemented by diary notes to document these observations.
Semi-structured interviews are a highly effective method for gathering qualitative data, as highlighted by Ary et al (2002) This approach involves the interviewer preparing open-ended questions on various topics, facilitating deeper responses from participants and enabling a richer understanding of their perspectives.
27 opinions and views (Alvehus, 2013) Berg (2007) states that the semi-structured can explain or modify some aspects related to the research questions than questionnaire
In this study, the respondents' perceptions of the benefits of implementing CLIL in teaching EFL and their challenges were elaborately discovered through personal interviewing
Five English teachers participated in individual interviews conducted via Zoom to gather in-depth insights into their perceptions and challenges related to implementing Content and Language Integrated Learning (CLIL) in English as a Foreign Language (EFL) teaching The interviews consisted of nine targeted questions, focusing on the teachers' views and constraints To ensure relevance, only the pertinent responses were transcribed, with all extraneous pauses, noises, and fillers removed The interviews aimed to deepen understanding of the educators' perspectives on the pedagogical application of CLIL, utilizing a semi-structured format for flexibility and depth.
Class observation is a valuable method for enriching data by providing deeper insights into specific activities and enhancing data reliability In May, the author conducted 10 class observations focused on Math and science subjects during CLIL sessions, aiming to identify the challenges faced by CLIL teachers The findings were documented in observation fieldnotes, which were subsequently organized and analyzed to examine the recurring themes.
In conclusion, this qualitative study, guided by Creswell (2012), utilized semi-structured interviews and observations to gather data on EFL teachers' perceptions regarding the benefits and challenges of the CLIL approach in teaching English at Binh Hoa primary schools.
Procedures for data collection and analysis
The interview questions were carefully crafted and organized thematically, with participants receiving them via email to prepare for more thoughtful responses Five teachers participated in semi-structured interviews conducted on Zoom, each lasting approximately 15 minutes, during which their responses were recorded for analysis The purpose of the questions was communicated beforehand, and notes were also taken during the interviews Conducted in English, all participants expressed comfort in answering the questions.
The thematic analysis of interview data was conducted in three key steps: familiarizing and organizing, coding and recoding, and summarizing and interpreting Trained EFL teachers were designated codes T1 to T5, reflecting the sequence in which they were interviewed.
Ten class observations were carried out with the informed consent of all five participants, who were made aware of the observation's timing and focus The observations spanned ten sessions, evenly distributed across five classes, each lasting 35 minutes and incorporating CLIL (Content and Language Integrated Learning) Each class was observed twice over a two-week period, with the sessions labeled as Class 1 (C1), Class 2 (C2), Class 3 (C3), Class 4 (C4), and Class 5 (C5).
The observation process involved coding the sequence of teacher meetings as M1 and M2, followed by the documentation of findings in 10 observation forms Subsequently, the collected data underwent content analysis to derive meaningful insights.
Table 3.3: Research questions in relation to instruments and data analysis
Research questions Instruments Data analysis
RQ1: What are EFL teachers’ perceptions of the CLIL approach implemented at Binh Hoa school in Ho Chi Minh City?
Interviews The advantages of the CLIL approach
RQ2: Do the teachers confront any constraints in implementing the CLIL approach at Binh Hoa school in Ho Chi Minh City? If so, what are they?
The constraints of EFL teachers may have when implementing the CLIL approach in classrooms.
Validity and reliability
To validate the qualitative data source concerning the interview questions, the author consulted with the supervisor To prevent language barriers for participants during the semi-structured interviews, the questions were prepared in English (refer to Appendix B), facilitating a deeper understanding A pilot interview was conducted with three English majors prior to the formal interviews to ensure the appropriateness of the questions.
To ensure the reliability and validity of the observations, the author conducted a total of 10 class observations across two sections, focusing on both Math and Science lessons Key elements examined included student interactions, teacher-student dynamics, the types of tasks employed as learning tools, and the feedback provided The observations aimed to encompass all activities occurring within the classroom environment.
During classroom observations, comprehensive field notes were taken to document the arrangement of face-to-face interactions, enhancing the understanding of student collaboration dynamics.
Summary
This chapter outlines the research methodology employed in the study, focusing on four key areas: research participants, research instruments (which include semi-structured interviews and observations), data collection and analysis procedures, and the assessment of validity and reliability The findings derived from these instruments will be presented, analyzed, and discussed in the subsequent chapter.
RESULTS AND DISCUSSION
Results
This article explores EFL teachers' perceptions of the Content and Language Integrated Learning (CLIL) approach implemented at Binh Hoa School in Ho Chi Minh City, utilizing data from semi-structured interviews It identifies three key sub-topics: the advantages of CLIL, the benefits for EFL learners, and the positive impacts for EFL teachers.
All interviewees acknowledged the numerous advantages of implementing the CLIL approach in the classroom for both English language learning and content mastery Each teacher affirmed their support for CLIL, emphasizing its role in providing students with meaningful contexts for learning, enhancing vocabulary, building confidence, and systematizing knowledge The approach also fosters increased student interaction and offers opportunities for using the target language through diverse learning activities Overall, the teachers expressed satisfaction with their experiences using the CLIL method.
The best way for kids to learn is always if the teacher provides context for using the materials (T4)
I think that the interaction with their peers to discover the content is a key to help my students gain much more knowledge (T2)
I believed that students will develop their both cognition and English language when
32 low-level students could have a change to learn from good students (T1)
In my class I often use discussion, role-play, peer correction and video clips etc as learning activities and I found that my students very interested by learning through the topic (T5)
Because my students have changes to use language frequently in various learning activities, so their English proficiency is improving (T3)
According to interviewees, the implementation of Content and Language Integrated Learning (CLIL) offers significant benefits for learners T1 emphasized the importance of immersive teaching methodologies over traditional grammatical drills, stating, "Instead of constantly analyzing how the language works, it is far better to immerse yourself in it." T3 noted the effectiveness of CLIL compared to traditional instruction, highlighting its ability to engage students and make learning more relatable to real-world scenarios Additional advantages mentioned by teachers included vocabulary expansion, particularly in math, increased enjoyment in teaching, clear goal orientation, relevance to future employment skills, and enhanced creativity for both students and teachers T4 concluded that when applied correctly, CLIL is highly beneficial, as it promotes learning multiple languages, with English being a universal language.
CLIL (Content and Language Integrated Learning) is recognized as an effective strategy for enhancing language motivation and self-confidence among students struggling with traditional language instruction It provides real-world experiences, allowing students to communicate in practical contexts, thereby increasing their exposure to foreign languages without extending curriculum time Teachers report high engagement levels, vocabulary growth, and relevance to future job skills as significant benefits of CLIL The immersion aspect of language learning, highlighted by T1, aligns with Krashen's theory of language acquisition, where students naturally acquire knowledge alongside language skills.
33 to things" is in line with CLIL's "language of learning" communication medium Coyle et al
(2010) defined it as the language required for students to link fundamental abilities to a theme or issue
Regarding benefits for teachers, T5 agreed that they can develop a different curriculum because CLIL is characterized as an innovation at schools which encourages teachers
To enhance student engagement, I offer a variety of topics for them to choose from, allowing them to select what interests them most This requires me to adapt and develop the curriculum accordingly CLIL also positively impacts teachers, particularly non-native instructors, as it necessitates improvement in both language proficiency and teaching skills As one teacher noted, preparing for class involves extensive reading of CLIL materials and international documentaries, and collaboration with colleagues is essential for clarifying any confusion Consistent and thorough application of this approach is crucial, as all teachers must fully understand how to implement it effectively in the classroom According to Dale & Tanner (2012), collaboration among CLIL teachers fosters the exchange of ideas and broadens their perspectives.
The analysis of the second research question, "Do teachers face difficulties in implementing the CLIL approach at a public primary school in Ho Chi Minh City?" revealed several challenges encountered by CLIL educators in the EFL classroom Key difficulties identified included a lack of professional training, issues with the current English curriculum and materials, excessive lesson preparation time, and varying levels of students' English proficiency These constraints were evident through interviews and observational fieldnotes collected from five classes.
Regarding the lack of professional training, T4 emphasized that the absence of skilled
The shortage of formally trained EFL teachers is a significant concern highlighted by insiders, with the situation worsening since the project's implementation Many English teachers struggle to meet the C1 proficiency requirement necessary for CLIL instruction Additionally, T4 pointed out the limited number of teachers in training and the short duration of the training program, exacerbating the issue.
In Ho Chi Minh City, the Ministry of Education and Training (MOET) and local Departments of Education have organized several conferences and training sessions for English as a Foreign Language (EFL) teachers Despite these efforts, the participation of teachers remains limited, and the duration of the training programs is relatively brief.
CLIL requires teachers to embrace new responsibilities beyond just altering the language of instruction Despite T3's perceived English proficiency, they faced challenges in effectively delivering CLIL lessons.
The current English curriculum poses significant challenges for the implementation of CLIL, primarily due to a lack of resources and curricular inconsistencies, as highlighted by interviewed teachers Despite the Ministry of Education and Training's (MOET) intentions to develop a standardized collection of English curriculum materials, this initiative remains incomplete Consequently, individual schools have adopted varying practices, which complicates CLIL instruction, particularly as teachers struggle with limited autonomy Teachers T1 and T2 noted similar difficulties related to the English curriculum, national examination system, course structure, and time allocation Additionally, T4 and T5 expressed skepticism about the feasibility of effectively implementing CLIL under the existing curriculum guidelines, while T3 pointed out the widespread scarcity of materials in Vietnam, often necessitating the importation of essential resources.
Each unit comprised six lessons focused on four essential skills: reading, speaking, listening, and writing, along with a dedicated "fluency time" lesson Adhering to the timetable was crucial for teachers To effectively implement a CLIL (Content and Language Integrated Learning) classroom, I would thoughtfully and strategically adjust the schedule to enhance the learning experience.
35 to influence the teaching process during the academic year (T1)
To gain a comprehensive understanding of CLIL (Content and Language Integrated Learning), I engaged with English-language materials focused on this educational approach At my school, CLIL has been implemented in subjects such as natural sciences and mathematics, enhancing the learning experience across these disciplines.
Teachers often strictly follow textbooks and curricula, rarely adapting them to meet student needs Observations revealed that T2 with C1 in M2 and T5 with C2 in M2 relied solely on textbooks during their lessons, without incorporating flashcards or additional materials.
T3 faced challenges in accessing sufficient materials due to the diverse levels within the class, making course and activity planning exceedingly time-consuming Implementing new teaching strategies required detailed lesson planning, particularly for collaborative cross-curricular CLIL projects However, teachers struggled to cover all lesson objectives within the limited time of a 30-minute class, especially with large groups of 45-50 students Observations in CLIL classrooms at Binh Hoa School indicated that this approach was not suitable for such large English learning groups in Vietnamese settings T4 echoed these concerns, highlighting the importance of not overburdening both teachers and students.
As you know, I have to prepare for the CLIL classroom for 2-3 weeks It really takes time but thereare 35 minutes for one lesson It is not enough time (T1)
My real English class is so big Therefore, the noise is unavoidable because of there are
50 students in classroom Sometimes I feel it is difficult to implement CLIL with a large group like that (T2)
Observations indicated that students' low proficiency in English significantly impacts their learning, particularly in subjects like science and mathematics that require understanding of complex terminology This challenge was notably evident in C3 during M2, although T3 pointed out that students demonstrate a reasonable level of competence in certain areas.
Discussion
This section aims to analyze our findings in relation to the research topic and existing studies, highlighting the advantages of the CLIL approach We will organize the relevant findings into key themes, focusing on EFL teachers’ perceptions of CLIL and the challenges they encounter during its implementation at Binh Hoa Primary School.
4.2.1 The EFL teachers’ perceptions of benefits of the CLIL implementation
The study revealed that participants had a favorable view of Content and Language Integrated Learning (CLIL) implementation, particularly noting its advantages in math and science classrooms for young learners Many believed that CLIL not only fostered positive attitudes among students but also enhanced their academic achievements Supporting this, Fielding and Harbon (2015) noted that CLIL students exhibited greater language fluency compared to traditional EFL students Additionally, the implementation of CLIL improved both English language proficiency and cognitive skills These findings align with previous research indicating that CLIL offers more effective learning opportunities than conventional methods (Brinton et al., 2003; Brown & Lee, 2015; Tedick & Lyster, 2020), further underscoring the benefits of CLIL in EFL settings.
Numerous investigations highlight teachers' positive perceptions of implementing Content and Language Integrated Learning (CLIL) in English as a Foreign Language (EFL) classrooms Key outcomes include enhanced language use opportunities, improved English proficiency, and a deeper connection between content and real-world applications tailored to students' needs and interests through engaging activities However, some findings diverge from earlier studies, particularly regarding the development of cooperative, problem-solving, information technology, and presentation skills Furthermore, CLIL practices contribute to students' social skill development, which is advantageous for future employment and various social interactions.
4.2.2 The difficulties faced by EFL teachers when CLIL is implemented at Binh Hoa primary school
Implementing innovative teaching methods like CLIL (Content and Language Integrated Learning) poses challenges, yet it aligns well with Vietnamese educational goals emphasizing English proficiency in a globalized world English is essential for students in Vietnam, serving as a vital tool for societal integration However, teachers express concerns that students with insufficient English skills may struggle with complex subjects like mathematics and physics Schools must carefully select which subjects to teach in English, prioritizing simpler topics such as art or physical education if language comprehension is a barrier Additionally, to mitigate potential loss of Vietnamese language skills, teachers can strategically decide which subjects to deliver primarily in Vietnamese and which in English, enhancing students’ abilities in English, Vietnamese, and content areas through thoughtful modifications.
Firstly, so as to understand of CLIL approach, teachers have to read various English
Teachers face significant challenges when implementing Content and Language Integrated Learning (CLIL), as they must invest considerable time in studying related materials They strive to create engaging activities and foster a supportive learning environment for English as a Foreign Language (EFL) students, which can be overwhelming for some educators Additionally, the scarcity of resources and a lack of structured guidelines complicate the implementation of CLIL, with many teachers struggling to find translated materials The varying proficiency levels within a single class further hinder lower-level students from fully participating in lessons While the current English curriculum emphasizes essential skills such as reading, writing, and listening, national examinations predominantly feature multiple-choice questions that neglect speaking and listening components This misalignment between government policies promoting communicative teaching and the demands of national assessments presents a significant obstacle for EFL teachers, echoing findings from previous studies.
The curriculum for EFL teachers is inadequate, as each unit comprises six lessons focused on skills, phonics, and fluency, requiring teachers to rearrange their schedules to maintain the teaching process throughout the school year This aligns with Richards and Rodgers' (2001) findings, which identified several factors contributing to the ineffectiveness of CLIL lessons, including the proficiency levels of both teachers and students, the lack of a conceptual framework for teachers, limited flexibility and creativity, insufficient training, classroom management challenges, and the necessity for relevant materials and support, all compounded by time constraints.
Summary
This chapter is divided into two sections The first section (4.1) analyzes qualitative data to address the study's two main questions: the perceptions of EFL teachers regarding the implementation of CLIL at Binh Hoa School, and the challenges these teachers encountered during the CLIL approach in Binh Hoa Primary School, located in Ho Chi Minh City.
39 findings were discussed in the second section (4.2) in order to compare them to those from the earlier work reported in Chapter 2
CONCLUSIONS AND RECOMMENDATIONS
Conclusion
This study aims to explore EFL teachers' perceptions regarding the implementation of CLIL (Content and Language Integrated Learning) and to identify the challenges they encounter during its application at Binh Hoa primary schools.
The implementation of the CLIL approach in EFL classrooms significantly enhances learners' English vocabulary and proficiency, fosters cognitive development, and connects content to real-world needs and interests It promotes essential skills such as cooperation, problem-solving, and contextual learning, while providing ample opportunities for language use Furthermore, CLIL positively impacts interpersonal relationships and communication abilities, enabling students to work effectively in groups The diverse, meaningful, and stimulating learning activities within the CLIL framework contribute to a more engaging educational experience.
The implementation of Content and Language Integrated Learning (CLIL) in English as a Foreign Language (EFL) classrooms presents several challenges for teachers Key difficulties include a lack of conceptual understanding of CLIL, the need for greater flexibility and creativity among educators, insufficient training opportunities, and the necessity for effective classroom management skills Additionally, addressing students' needs and interests, ensuring access to relevant resources, and developing an appropriate curriculum are critical factors that impact the successful adoption of CLIL in EFL settings.
Pedagogical implications
EFL teachers should evaluate their students' social and cultural contexts, local environments, and future academic and career goals This assessment will inform the creation of relevant topics, activities, and tasks tailored to meet students' needs.
EFL teachers should incorporate three key elements of CLIL—authentic materials, interdisciplinary connections with subjects like math and science, and effective communication—after defining their aims and topics Utilizing authentic materials tailored for young learners allows teachers to expose students to diverse real-world language Additionally, collaboration with other curriculum areas enhances English learning through relevant extracurricular activities, making it more engaging and meaningful It is essential for CLIL teachers to integrate authentic materials with coursebook units to meet language standards and educational objectives, while also ensuring effective lesson planning and organization in language instruction.
CLIL teachers should create a comprehensive list of topics and activities that promote students' communicative competence Additionally, it is essential to integrate the four language skills alongside socio-affective, cognitive, and cooperative abilities within the CLIL classroom by incorporating engaging communicative tasks and learning activities.
National policymakers should prioritize continuity in Content and Language Integrated Learning (CLIL) to enhance its effectiveness in classrooms Understanding the benefits of CLIL through seminars and conferences is essential for educators Additionally, primary school program designers must elevate EFL teachers' awareness of CLIL's advantages, which include improving language skills and expanding knowledge By doing so, EFL teachers can gain a comprehensive understanding of CLIL, enabling them to effectively impart both knowledge and skills to their students in the CLIL classroom.
The school board administration must recognize the unique aspects of this teaching method and support EFL teachers in adapting their approaches to enhance its benefits and improve learning conditions Additionally, increasing instructional hours, providing clearer concepts related to CLIL, and ensuring updated resources are essential for effective implementation.
42 teachers, and English resources are all guaranteed The effectiveness of CLIL in the EFL classroom is contingent on clear policies, the required conditions, and policy makers' consistency
In conclusion, while implementing Content and Language Integrated Learning (CLIL) presents challenges such as maintaining progression, motivation, and addressing political concerns related to language standards, it is a flexible teaching approach that can adapt to various English as a Foreign Language (EFL) contexts Prior research highlights that the success of CLIL relies not only on teaching the new language but also on fostering essential environments and engaging language experiences that facilitate genuine communication and language acquisition (Bourke, 2006).
Limitations
This study relied solely on data collected from a limited number of teachers, highlighting the need for additional research involving student perspectives to enhance the validity and reliability of findings related to CLIL implementation Due to time constraints and a small sample size of only five teachers, the results cannot be generalized to the broader population Future research should aim to include a larger and more diverse group of participants to allow for more comprehensive conclusions.
Further interviews, group discussions, and student questionnaires could have provided more comprehensive insights Participant selection plays a crucial role, as noted by Alvehus (2013), who highlights that recording interviews may cause stress for interviewees, limiting their vulnerability Additionally, the interviewer's presence and demeanor can significantly influence participant responses, raising concerns about the sincerity and authenticity of the information gathered.
Recommendations for further research
It is the fact that Ho Chi Minh City's primary school levels have received very little
This study highlights the need for further investigation into the effectiveness of the CLIL approach in Vietnam's primary schools, as it primarily focuses on instructors' perceptions There is a lack of empirical studies demonstrating the program's impact, prompting the initiation of new longitudinal research to assess CLIL's efficiency in lower grades A comparative analysis of academic achievements between CLIL and non-CLIL students would provide valuable insights The current study identifies key limitations of the approach, emphasizing the absence of a structured framework and suitable materials Additionally, it evaluates students' academic progress before and after the implementation of CLIL, underscoring the necessity for continued research in this area.
In a case study conducted by Alexiou (2009), preschool EFL learners in Greece demonstrated significant vocabulary uptake from the popular children's show Peppa Pig This research highlights the effectiveness of using engaging media in language acquisition for young learners The findings contribute to the ongoing discussion on current issues in second and foreign language teaching, emphasizing the role of visual and auditory stimuli in enhancing vocabulary learning.
Alexiou, T (2020) Introducing EFL in preschools: Facts and Fictions In W Zoghbor,
& T Alexiou Advancing English Language Education Dubai, UAE: Zayed University publications, 61-74
Alvehus, J (2013) Skriva uppsats med kvalitativ metod Stockholm: Liber
Ary, D., Jacobs, L C., & Razaveih, A (2002) Introduction to research in education
Bolderston et al (2010) The concept of caring: perceptions of radiation therapists
Bolderston, A (2012) The concept of caring: perception of radiation therapists
Brinton, D M., Snow, M A., & Wesche, M (2003) Content-based second langauge instruction University of Michigan Press
C Marshall, G Rossman (2006) Designing qualitative research (6th ed) Los Angeles,
Cammarata, L (2010) ) Foreign language teachers’ struggle to learn content-based instruction L2 Journal, 89-118
Caủado, M.L.P (2017) The effects of CLIL on L1 and content learning: Updated evidence from monolingual contexts Learning and Instruction, 18-33
Chróinín, D., Mhurchú, S., & Ceallaigh, T (2016) Off-balance: the integration of physical education content learning and Irish language learning in English- medium primary schools in Ireland Education 3- (13), 566-576
Coyle, D (2013) Listening to learners: An investigation into “successful learning” across CLIL contexts International Journal of Bilingual Education and Bilingualism, 244-266
Coyle, D., Hood, P., Marsh, D (2010) CLIL: Content and language integrated learning
Craen, V d (2007) An interdisciplinary approach to CLIL learning in primary schools in Brussels In DaltonPuffer, C.; Smit, U (eds.) Empirical Perspectives on CLIL Classroom Discourse Frankfurt am Main: Peter Lang, 253-274
Czura, A., & Kołodyńska, A (2015) CLIL Instruction and Oral Communicative
Competence in a Primary School Setting In Cross-cultural perspectives on bilingualism and bilingual education
Dale, L., & Tanner, R (2012) CLIL activities A resource for subject and language teachers Cambridge, MA: Cambridge University Press
Dalton-Puffer, C (2011) Content-and-Language Integrated Learning: From Practice to
Principles? Annual Review of Applied Linguistics, 182-204
De Diezmas, EMN (2016) The Impact of CLIL on the Acquisition of Language
Competencies and Skills in L2 in Primary Education International Journal of English Studies 16 (2), doi: 10.6018/ijes/2016/2/239611
Denzin, N K (2005) Introduction: The discipline and practice of qualitative research
In N K Denzin & Y S Lincoln (Eds.), The SAGE handbook of qualitative research
Evelina Brandin and Tove Ekstrand's 2010 study explores the effectiveness of Content and Language Integrated Learning (CLIL) in Swedish primary schools, highlighting its impact on student engagement and language acquisition Similarly, Fielding and Harbon's 2015 research examines the implementation of a CLIL program in New South Wales primary schools, focusing on teachers' perceptions and experiences with this educational approach Both studies underscore the significance of integrating content and language learning to enhance educational outcomes in primary education.
Gajo, L (2007) Linguistic Knowledge and Subject Knowledge: How Does
Bilingualism Contribute to Subject Development? The International Journal of
H.Brown, A Bradford EMI,CLIL,& CBI: Differing approaches and goals In
Transformation in language education, A Krause, H Brown, Eds, JALT,
Hoang, V (2018) The Current Situation and Issues of the Teaching of English in
Langabaster D (2008) Foreign language competence in content and language integrated courses The Open Applied Linguistics Journal 1 pp 30-41
Lasagabaster, D., & Sierra, J M (2010) Immersion and CLIL in English: more differences than similarities ELT Journal, 367-375
Lyster, R (2007) Learning and teaching languages through content: A Philadelphia,
PA: John Benjamins Publishing Company
Marsh, D (2002) CLIL/EMILE-The Euro pe an Dimension: Actions, Trends and Fore sight Potential Public Service Contract DGEAC:European Commission
Marsh, D (2006) English as medium of instruction in the new global linguistic order:
Global characteristics, local consequences In Second Annual Conference for Middle East Teachers of Science, Mathematics and Computing Abu Dhabi: METSMAC, 29-38
Marshall, C., & Rossman, G (2016) Designing qualitative research (6th ed) Los
Maxwell, J (2018) Qualitative Research Design: An Integrative Approach Thousand
McKay, L S (2018) English As an International Language: What It Is and What It
MOET (2006) English 10, Teacher’s Manual Hanoi: Education Publisher
MOET (2006) English 11, Teacher’s Manual Hanoi: Education Publisher
MOET (2006) The English curriculum for the secondary school Hanoi: Education
MOET (2007) English 12, Teacher’s Manual Hanoi: Education Publisher
MOET (2010) Dự thảo chương trình tiếng Anh tiểu học thuộc đề án 2020 [Draft of primary English program: Project of the year 2010]
MOET (2018) The national English Program
Moore, P., & Lorenzo, F (2015) Task-based learning and content and language integrated learning materials design: process and product Language Learning Journal
Nguyen, M (2012) Day ngoai ngu o truong pho thong: Kho tu chat luong giao vien
[Foreign language teaching at high schools: difficulties experienced from
47 teaching staff] Nguoi Lao Dong
Nguyen, T M H (2011) Primary English language education policy in Vietnam:
Insights from implementaion Current Issues in Language Planning 225-249 Nguyet, T (2011) Day Toan, Ly, Hoa bang Tieng Anh ngon ngang kho [Using English to teach Mathematics, Physics and Chemistry: Numerous challenges]
Nhan, T (2013) Promoting content and language integrated learning in grifted high schools in Vietnam: Challenges and impacts Internet Journal of Language, Culture and Society, Vol 38, 146-153
P Mehisto, D Marsh, M.J Frigol-Martin (2008) Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education Oxford, UK: Macmillan Education
Patton (1980) Qualitative Evaluation Method Sage Publications, Beverly Hills
Reierstam, H & Sylvén, L K (2019) Assessment in CLIL I L.K Sylvén (Red.),
Investigating content and language integrated learning Insights from Swedish high schools Multilingual Matters., 59-75
Richards, J C., & Rodgers, T S (2001) Approaches and methods in language teaching
(2nd Ed) Cambridge, MA: Cambridge University Press
Schmuck, R (1997) Practical action research for change Arlington Heights, IL:
IRI/Skylight Training and Publishing
Skolverket (2011) Curriculum for the Compulsory School, Preschool class and the
Stryker, S.N and B.L Leaver (1997) Content-based Instruction in Foreign Language
Education Washington D.C.: Georgetown University Press
Tedick & Lyster (2020) Scaffolding Language Development in Immersion and Dual
Language Classrooms New york: Routledge
Tran, T (2011) Hien ke day Toan, Tin bang Tieng Anh hieu qua [Suggestions for teaching Mathematics and Information Technology in English]
Woodside, A G (2010) Case study reasearch: Theory, method, practice Bingley, Uk:
Emerald Group Pub Ltd., ebrary Inc
Zhang, J (2006) The ecology of communicative language teaching: Reflecting on the
Singapore experience The Annual CELEA International Conference: Innovating
English Teaching: Communicative Language Teaching and Other Approaches China English Language Education Association and Guangdong University of Foreign Studies, Guangzhou, China
My name is Nguyen Thi Huynh Yen, and I am conducting a degree project focused on Content and Language Integrated Learning (CLIL) in public primary schools My research, titled “EFL Teachers’ Perceptions of Implementing CLIL at Binh Hoa School in Ho Chi Minh City,” aims to gather insights that will greatly enhance my study I would appreciate your participation in a brief interview, lasting no longer than 15 minutes Please rest assured that there are no right or wrong answers, and your personal information will remain confidential and anonymous Would you be willing to assist with this research?
1 How long have you been teaching English? How long have you been teaching English using CLIL?
2 What are your current degrees?
3 What subjects are you teaching English using CLIL?
4 What is your class size?
The EFL teachers’ perceptions of the CLIL implementation
5 What are your perceptions of the beneficial features of the CLIL approach?
6 What are the benefits of CLIL implementations for students?
7 What are the benefits of CLIL implementations for teachers?
The constraints faced by EFL teachers when CLIL is implemented
8 What difficulties have you seen when CLIL is implemented?
9 What difficulties have you faced when CLIL is implemented in your own classes?
Thank you for your cooperation!